Three dimensions of practical knowledge are knowledge how, knowledge that, and tacit knowledge. Six means of acquiring practical knowledge are professional/vocational education, practice, internalizing the rules, monitoring and adapting performance, reflecting, and continuing education. (SK)

Presents a critical response to a previous article (IR 528 340) that maintained a relationship between a cognitive constructivist viewpoint of distance education and the belief that prepackaged instructional materials are inherently behavioral and lead to surface learning. The author argues that prepackaged materials can help with deeper learning.…

Considers the multiple processes implied in children's construction of their social perceptions and social representations. Examines the social information processing, constructivist, and socio-constructivist approaches through a sociogenetic analysis of social thought. Explores the impact of preschool interactional context on children's emerging…

Argues that today's educational reform image of the teacher who collaborates and constructs knowledge in a decentralized system of education is used in different ideological images of school reform. Four principles of reason that function as unquestioned assumptions in reform are discussed. (SLD)

This response to Nelson and Neufeldt (1998) and Granello and Hazler (1998) included in this issue discusses their reviews of the constructivist and developmental models in guiding counselor education. Models for diverse learners are suggested. (Author/MKA)

Describes how college students' problems can be conceptualized and the counseling approach crafted from a constructivist perspective that activates client resources to create more useful personal constructs and develop new solutions to client concerns. Two case studies of traditional-aged clients are presented to illustrate practical applications…

Illustrates two analyses of mathematical learning based on the multi-word paradigm and considers it theoretically. The multi-world paradigm suggests the very important forward direction for research in teaching and learning mathematics because educational phenomena are often complex and can not be reduced to a single theory. (Contains 28…

Developed the Constructivist Teaching Practices Inventory in Elementary Physical Education to assess teachers' expertise in constructivist-oriented physical education teaching. Exploratory factor analysis of responses of 183 elementary school physical education teachers show 4 subscales that were in line with constructivist teaching principles.…

Gives an overview of learning as conceived in cognitive psychology and the constructivist view of instructional design. Presents applications of constructivist concepts to the learning environment for technology education. (SK)

Explores the practical implications of constructivist theory for documentation that is targeted to complex tasks and experienced users. Examines the conceptual underpinnings of current task-oriented documentation and proposes why it falls short for experienced users and complex tasks. Discusses constructivist views of knowing, learning, and doing…

Discusses the decision to offer a course by online delivery and describes the development of a Masters course that used collaborative learning as the teaching/learning method. Explains the theoretical basis for collaborative learning; discusses collaborative learning as a constructivist activity; and relates it to instructional design for online…

Coordinates social constructivism and socioculturalism to explain 2nd grade children's reasoning with 2-digit quantities. Illustrates how the classroom teacher and the students constituted what counted as an acceptable mathematical explanation. Concludes that local classroom mathematical practices constrained and enabled the mathematical practices…

Describes a novel method for analyzing concept maps for research and analysis purposes. Examines 56 complex concept maps generated from student interviews on the topic of chemical bonding. (Contains 32 references.) (Author/YDS)

Presents a conceptual model of relationships among variables to guide the design of research in technology-mediated learning environments based on sociocultural and constructivist principles, for framing questions and for generating hypotheses about the social dimensions of learning developments with influences from the cultural context. (Contains…

Discussion of constructivism in learning focuses on a working constructivist framework for electronic learning that balances the individual and social perspectives. Presents two models of electronic learning: the first uses a traditional approach that focuses on the best use of media, and the second focuses on personalization and relationships.…